A prática como componente curricular e o estágio supervisionado na concepção dos licenciandos: entre o texto e o contexto

• Ano de defesa: 2017
• Autor(a) principal: Santos, Alan Jhones da Silva
• Orientador(a): Mesquita, Nyuara Araújo da Silva
• Banca de defesa: Mesquita, Nyuara Araújo da Silva , Ionashiro, Elias Yuki, Silva, Vitor de Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Química (IQ)
• Departamento: Instituto de Química - IQ (RG)
• País: Brasil
• Palavras-chave em Português: Formação de professores; Prática como componente curricular; Estágio supervisionado
• Palavras-chave em Inglês: Teacher training; Practice as a curricular componente; Supervised internship
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/7259

The teaching practice has been influenced by many contexts, molded by historical facts showing many different meanings, consequently it was institutionalized through curricular changes occurred in the teaching degree courses since its conception. During this process, pair of practices have become the outstand in the matter of establishing the teacher background nowadays, for instance: Practice as a curricular component, as title in portuguese as Prática como Componente Curricular (PCC) and Supervised internship, as title in portuguese as Estágio Supervisionado (ES). Both the PCC and the ES have their actions guided by Resolution CNE / CP 1 and 2/2002. Despite they are very similar conceptions, their historical demarcations were instituted otherwisely. Therefore, the research has investigated how PCC and ES are systematized based on some conception of graduated chemistry students, who are from some postgraduate institution, as known as Instituições de Ensino Superior - IES of the state of Goiás. Questionnaires (printed and virtual, on google docs) had been used such as a collect data instrument, providig new emerging datas. In the corpus of the research was presented the opinions, resolutions and guidelines that define and systematize the PCC and ES in the degree course in chemistry seeking to relate them to the conception of the students originated from the datas collected in the questionnaires. As result of the analyzed aspects, it was noted a lack of understanding, or some further, a lack of distinction between what is the practice attributed to the PCC and what is the practice developed in the ES. Even if they are alike in the meaning of teacher trainer practices, they differ in their modes of systematization, which are even specified by technical statement, resolutions and guidelines. This lack of understanding has led the graduated student to a superficial and, in some cases, misconception that the PCC and ES are similar and/or simultaneous formative elements. Thus, the present research intends, together with others researches, to characterize the activities destined to PCC differing them from the ES and thus contribute to a better systematization within the teacher training courses inside the chemistry area of the state of Goiás.